Balanced literacy is an instructional practice that uses a variety of methods for teaching whole class, small groups, and individuals based on need, level, and interest. Balanced literacy is a differentiation model for Language Arts instruction.
Whole group instruction typically occur for a short period of time each day. The focus of whole group instruction is usually related to the district curriculum objectives. If a curriculum map is used, the objective for the "mini skills" lesson to the whole group would come from that document. The mini skills lesson requires about 5-10 minutes each day in both Reading and Writing. The teacher usually models the specific skill or application of an authentic reading or writing activity. For example, if the mini skills lesson focuses on finding the main idea, the teacher could use a sample from a book and model how to think about and find main idea. For a writing lesson, the teacher would model the writing style or skill by actually writing as students watched.
Small group instruction is typically used for groups of 6 or fewer students and is based on need. Students needing review, reinforcement, extension, or re-teaching of a skill can participate in a flexible needs group. Emergent readers may also participate in a small group based on "emerging" literacy skills, such as letter names/sounds. All small groups must be flexible to avoid ability grouping of students. Small group instruction occurs during the reading or writing workshop times. A suggested timeframe for small group instruction is 20 minutes.
Individual instruction occurs in conference time both in reading and writing. Students meet at least once each week with the teacher to participate in both formal and informal assessments of reading and writing, as well as conversations about the books they are reading or the written work they have produced. During individual conference time the teacher listens to the student read, asks questions about the reading related to previously taught skills or literary elements, checks written work in a response journal and book log, and dialogues briefly with the student about the books being read. In a writing conference the teacher checks students' writing, grammar, mechanics and if appropriate spelling. The teacher dialogues with the student about his writing and any additional ideas or thoughts that the student might want to add. The teacher formally and informally assesses student learning through the conferences and records information about student learning. About 5 conferences per day should be the goal for both reading and writing (total of 10 per day). If a teacher is comfortable with conferencing, a Language Conference that includes both reading and writing can be held instead of separate conferences.
Balanced Literacy allows for a gradual release of support from the teacher to the learner as skills become more proficient and the learner becomes more independent. The teacher starts out with read alouds, then shared reading, then guided small group reading, and then to student independent reading.
Balanced Literacy
Balanced literacy is an instructional practice that uses a variety of methods for teaching whole class, small groups, and individuals based on need, level, and interest. Balanced literacy is a differentiation model for Language Arts instruction.
Whole group instruction typically occur for a short period of time each day. The focus of whole group instruction is usually related to the district curriculum objectives. If a curriculum map is used, the objective for the "mini skills" lesson to the whole group would come from that document. The mini skills lesson requires about 5-10 minutes each day in both Reading and Writing. The teacher usually models the specific skill or application of an authentic reading or writing activity. For example, if the mini skills lesson focuses on finding the main idea, the teacher could use a sample from a book and model how to think about and find main idea. For a writing lesson, the teacher would model the writing style or skill by actually writing as students watched.
Small group instruction is typically used for groups of 6 or fewer students and is based on need. Students needing review, reinforcement, extension, or re-teaching of a skill can participate in a flexible needs group. Emergent readers may also participate in a small group based on "emerging" literacy skills, such as letter names/sounds. All small groups must be flexible to avoid ability grouping of students. Small group instruction occurs during the reading or writing workshop times. A suggested timeframe for small group instruction is 20 minutes.
Individual instruction occurs in conference time both in reading and writing. Students meet at least once each week with the teacher to participate in both formal and informal assessments of reading and writing, as well as conversations about the books they are reading or the written work they have produced. During individual conference time the teacher listens to the student read, asks questions about the reading related to previously taught skills or literary elements, checks written work in a response journal and book log, and dialogues briefly with the student about the books being read. In a writing conference the teacher checks students' writing, grammar, mechanics and if appropriate spelling. The teacher dialogues with the student about his writing and any additional ideas or thoughts that the student might want to add. The teacher formally and informally assesses student learning through the conferences and records information about student learning. About 5 conferences per day should be the goal for both reading and writing (total of 10 per day). If a teacher is comfortable with conferencing, a Language Conference that includes both reading and writing can be held instead of separate conferences.
Balanced Literacy allows for a gradual release of support from the teacher to the learner as skills become more proficient and the learner becomes more independent. The teacher starts out with read alouds, then shared reading, then guided small group reading, and then to student independent reading.
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